1,350
Views
5
CrossRef citations to date
0
Altmetric
Research Article

Teachers’ cultural, social and emotional capabilities: how teacher compassion and humility is an antecedent to student confidence

ORCID Icon
Pages 91-108 | Received 14 May 2020, Accepted 12 Jan 2021, Published online: 02 Feb 2021

References

  • Adams, K. S., and S. L. Christenson. 2000. “Trust and the Family–School Relationship Examination of Parent–Teacher Differences in Elementary and Secondary Grades.” Journal of School Psychology 38 (5): 277–297. doi:10.1016/S0022-4405(00)00048-0.
  • Ager, A., and J. Ager. 2011. “Faith and the Discourse of Secular Humanitarianism.” Journal of Refugee Studies 24 (3): 456–472. doi:10.1093/jrs/fer030.
  • Brinkworth, M. E., J. McIntyre, A. D. Juraschek, and H. Gehlbach. 2018. “Teacher-student Relationships: The Positives and Negatives of Assessing Both Perspectives.” Journal of Applied Developmental Psychology 55: 24–38. doi:10.1016/j.appdev.2017.09.002.
  • Cozolino, L. 2013. The Social Neuroscience of Education: Optimizing Attaching and Learning in the Classroom. New York, London: W.W. Norton and Co.
  • Crossley, M. 2008. “Bridging Cultures and Traditions for Educational and International Development: Comparative Research, Dialogue and Difference.” International Review of Education 54: 319–336. doi:10.1007/s11159-008-9089-9.
  • Davies, L. 2005. “Schools and War: Urgent Agendas for Comparative and International Education.” Compare: A Journal of Comparative and International Education 35 (4): 357–371. doi:10.1080/03057920500331561.
  • Eagly, A. H., and A. B. Diekman. 2005. “What Is the Problem? Prejudice as an Attitude-in-context.” In On the Nature of Prejudice, 50 Years after Allport, edited by J. F. Dovidio, P. Glick, and L. A. Rudman, 19–35. Oxford: Blackwell Publishing.
  • Feuerstein, R., R. S. Feuerstein, and L. H. Falik. 2010. Beyond Smarter: Mediated Learning and the Brain’s Capacity for Change. New York: Teachers College Press.
  • Forrest, J., G. Lean, and K. Dunn. 2016. “Challenging Racism through Schools: Teacher Attitudes to Cultural Diversity and Multicultural Education in Sydney, Australia.” Race Ethnicity and Education 19 (3): 618–638. doi:10.1080/13613324.2015.1095170.
  • Gholami, K. 2011. “Moral Care and Caring Pedagogy: Two Dimensions of Teachers’ Praxis.” Pedagogy, Culture and Society 19 (1): 133–151. doi:10.1080/14681366.2011.548995.
  • Hyde, M. 2017. “Understanding Diversity, Inclusion and Engagement.” In Diversity, Inclusion and Engagement, edited by M. Hyde, L. Carpenter, and S. Dole, 3–13. 3rd ed. South Melbourne: Oxford University Press.
  • Jakobsen, J. R. 2010. “Ethics after Pluralism.” In After Pluralism: Reimagining Religious Engagement, edited by C. Bender and P. E. Klassen, 31–58. New York: Columbia University Press.
  • Kanov, J. M., S. Maitlis, M. C. Worline, J. E. Dutton, J. Frost, and J. M. Lilius. 2004. “Compassion in Organizational Life.” American Behavioral Scientist 47 (6): 808–827. doi:10.1177/0002764203260211.
  • Lasky, S. 2000. “The Cultural and Emotional Politics of Teacher–parent Interactions.” Teaching and Teacher Education 16 (8): 843–860. doi:10.1016/S0742-051X(00)00030-5.
  • Lingard, B., D. Hayes, and M. Mills. 2003. “Teachers and Productive Pedagogies: Contextualising, Conceptualising, Utilising.” Pedagogy, Culture and Society 11 (3): 399–424. doi:10.1080/14681360300200181.
  • Marshik, T., P. T. Ashton, and J. Algina. 2016. “Teachers’ and Students’ Needs for Autonomy, Competence, and Relatedness as Predictors of Students’ Achievement.” Social Psychology of Education 20: 39–67. doi:10.1007/s11218-016-9360-z.
  • Marton, F. 1994. “Phenomenography.” In International Encyclopedia of Education, edited by T. Husen and T. N. Postlethwaite. 2nd ed., 8. London: Pergamon.
  • McGrath, K. F., and P. Van Bergen. 2014. “Who, When, Why and to What End? Students at Risk of Negative Student–teacher Relationships and Their Outcomes.” Educational Research Review 14: 1–17. doi:10.1016/j.edurev.2014.12.001.
  • McGrath, K. F., and P. Van Bergen. 2019. “Attributions and Emotional Competence: Why Some Teachers Experience Close Relationships with Disruptive Students (And Others Don’t).” Teachers and Teaching 25: 334–357. doi:10.1080/13540602.2019.1569511.
  • McMillan, J. M., and J. M. Jarvis. 2017. “Supporting Mental Health and Wellbeing: Promotion, Prevention and Intervention.” In Diversity, Inclusion and Engagement, edited by M. Hyde, L. Carpenter, and S. Dole, 365–387. 3rd ed. South Melbourne: Oxford University Press.
  • Merriam, S. B., and E. J. Tisdell. 2015. Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass.
  • Miles, M. B., and A. M. Huberman. 1994. Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, California: Sage.
  • Miles, M. B., A. M. Huberman, and J. Saldana. 2015. Qualitative Data Analysis: A Methods Sourcebook. 3rd ed. Los Angeles, London, New Delhi, Singapore: Sage.
  • National Statement on Ethical Conduct in Human Research. 2007. https://www.nhmrc.gov.au/about-us/publications/national-statement-ethical-conduct-human-research-2007-updated-2018
  • Punch, K. F., and A. Oancea. 2014. Introduction to Research Methods in Education. London: Sage.
  • Santoro, N. 2014. “‘If I’m Going to Teach about the World, I Need to Know the World’: Developing Australian Pre-service Teachers’ Intercultural Competence through International Trips.” Race Ethnicity and Education 17 (3): 429–444. doi:10.1080/13613324.2013.832938.
  • Shoshani, A., and S. Steinmetz. 2013. “Positive Psychology at School: A School-Based Intervention to Promote Adolescents’ Mental Health and Well-Being.” Journal of Happiness Studies 15: 1289–1311. doi:10.1007/s10902-013-9476-1.
  • Singer, T., and O. M. Klimecki. 2014. “Empathy and Compassion.” Current Biology 24 (18): R875–R878. doi:10.1016/j.cub.2014.06.054.
  • Smith, K., M. Tesar, and C. Y. Myers. 2016. “Edu-capitalism and the Governing of Early Childhood Education and Care in Australia, New Zealand and the United States.” Global Studies of Childhood 6 (1): 123–135. doi:10.1177/2043610615625165.
  • Van Houtum, H., and T. Van Naerssen. 2002. “Bordering, Ordering and Othering.” Tijdschrift Voor Economische En Sociale Geografie 93 (2): 125–136. doi:10.1111/1467-9663.00189.
  • Willis, A. 2017b. “An Education for Peace Model that Centres on Belief Systems: The Theory behind the Model.” Journal of Peace Education 14 (3): 310–324. doi:10.1080/17400201.2017.1365697.
  • Willis, A. S. 2017. “The Efficacy of Phenomenography as a Cross-cultural Methodology for Educational Research.” International Journal of Research and Method in Education 41 (5): 483–499. doi:10.1080/1743727X.2017.1283398.
  • Willis, A. S. 2019. “A Foot in Both Camps: Lessons Learned about Without-prejudice Teaching and Learning from Cross-cultural Experience.” International Journal of Qualitative Studies in Education 32 (4): 429–445. doi:10.1080/09518398.2019.1597212.
  • Yoon, I. H. 2012. “The Paradoxical Nature of Whiteness-at-work in the Daily Life of Schools and Teacher Communities.” Race Ethnicity and Education 15 (5): 587–613. doi:10.1080/13613324.2011.624506.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.